This article describes a music therapy professor’s and PhD student’s experiences as “supervisor– supervisee” within the context of the teaching apprenticeship training program at Temple University. A brief overview on the use of live music-making in supervision is offered along with relevant autobio- graphical information and examples of how live music-making was used to address supervisory issues. The authors identify parallel processes that emerged between the supervisee and her students, and the supervisee and her supervisor. The authors conclude that the practice of live music-making in supervisory contexts is beneficial on many levels. They hope that this publication will expand the ways in which practitioners and supervisors think about the roles of live music and parallel processes within supervisory contexts and that this will translate into supervisory practices
